Educational Assessment, Evaluation, and Research Commons^™

Assessment Of An Interdisciplinary Climate Change Facultylearning Community: From Course Redesign To Implementation, Elise Decamp

Assessment Grants

This project is an IRB approved secondary data analysis that serves as a program assessment of the Climate Change Across the Curriculum learning community facilitated in Spring 2022. The primary objectives are to evaluate the learning community’s (1) success in supporting the integration of the complex topic of climate change across the curriculum through interdisciplinary faculty collaboration and (2) the role of this programming in promoting climate literacy among WMU students. Data include pre-/post-survey data on the learning community’s faculty participants, session notes, faculty module and course revision plans, faculty reflections on implementation of their plans, and pre-/post-climate literacy quizzes.

Aligning Course Learning Objectives And Program Learning Outcomes With Data Visualization, Jessica Cataldo

Assessment Grants

The proposed project will result in the creation of two data visualization tools that map course learning objectives to program learning outcomes for the new Health Administration bachelor’s program. These tools will guide the development of a skill level curriculum map to determine which course(s) are most appropriate to assess program outcomes. Since the program is new, program assessment is in its infancy, thus the project will serve as a catalyst for developing a comprehensive program assessment plan. The project will also support the program’s goal of obtaining Association of University Programs in Health Administration certification.

Exit Survey Development, Melinda Koelling, Cynthia Klekar, Todd Kuchta, Heather Petcovic, Linda Borish

Assessment Grants

In a department like Geography, an exit interview is used to assess programs. In a department like Mathematics, there is no existing exit interview or survey. Even for those interview and survey questions that exist, the questions could be shared and improved. A core group of chairs from Mathematics, Geography, and Philosophy would like to develop exit assessments. A larger group of units proposes to work together to develop a bank of exit interview assessment questions that can be used to assess undergraduate and graduate programs.

Assessing Inspera Assessment, Matthew Ross

Assessment Grants

This mini grant will allow for preliminary assessment of Inspera Assessment software at WMU. The Norwegian company Inspera AS presents a more versatile digital assessment platform than the Respondus lockdown browser which is the current WMU platform. Specifically, Inspera offers MS Excel enabled examinations which is not possible with Respondus or similar platforms such as Proctorio or TopHat. However, assessing the capabilities of Inspera is expected to be a challenging, multidisciplinary, and time-consuming endeavor. This grant application requests funding for faculty time to document the capacity of Inspera Assessment to support WMU finance courses.

Equity Audits For Schools Within Restrictive Settings, Matthew Phillp Milanowski

Masters Theses

This project creates a framework and process for conducting facility wide equity audits for schools within juvenile justice and restrictive settings. To accomplish this, an extensive review of existing literature in both the field of education and the field of juvenile justice and existing frameworks and processes were reviewed to create the new framework, Milanowski’s (2023) Facility Wide – Equity Audit Framework, suitable for juvenile justice and restrictive settings. The new framework was then used to guide the development of a process, data collection tool, improvement planning tool, and fidelity instrument to evaluate the implementation of the overall process. This …

Data Storytelling Strategies, Kate Mcdowell

Measures of Success Series

By understanding storytelling dynamics, anyone can learn how to bring data stories to life. Data stories can help persuade decision-makers, but we need accessible tools for breaking down the dynamic process of storytelling into achievable steps. Based on ongoing research, this talk presents tools anyone can use, including:

-Introduction to storytelling thinking
-Classic advocacy arguments
-Evidence and forms of data for those arguments
-Narrative strategies that draw from common story structures
-Tone and tactics for engaging storytelling with different audience attitudes

One of the most critical things we can do to support institutions of higher education in challenging times is …

Measures Of Success - Learning From Our Assessment Heroes: The 2022 Assessment Mini Grant Winners, Amy Heath, Carrie Barrett, Elizabeth Isidro, Zee-Sun Yun, Chitra Singh, Kelly Weathers

Measures of Success Series

This session highlights the accomplishments of a number of WMU instructors and staff who were recipients of the WMU 2022 University Assessment Steering Committee Assessment Mini Grant Program. With subjects ranging from assessment in literacy studies, fashion merchandising, and physical therapy, the presenters offer up insights that you can use in your own projects and courses.

Measures Of Success: The Why And How Of Wmu Essential Studies Assessment, Jonathan Bush, Randy Ott

Measures of Success Series

Dr. Jonathan Bush, Professor of English and Director of WMU Essential Studies, and Dr. Randy Ott, Senior Director of Academic Collaboration in Merze Tate College, will share the how and why assessment within WMU Essential Studies courses is important, including how the rubrics can be used to measure student learning and future course optimization.

Centering Equity In Assessment: Theories, Models And Practices, Anne E. Lundquist

Measures of Success Series

Assessment data can be a valuable tool to explore inequities on campus and move to remedy them. But assessment itself is not apolitical or objective and the approaches we use and the mindfulness with which we conduct assessment can advance equity in higher education or perpetuate inequities and cause harm. This session will highlight the critical role of cultivating individual awareness as assessors; discuss the context and scholarly history of equity-centered and equity-minded assessment; share frameworks for considering various approaches to centering equity in assessment; and provide some examples of practice and resources. Participants will have an opportunity to reflect …

Journal Of Communication Pedagogy, Complete Volume, 2023

Journal of Communication Pedagogy

No abstract provided.

Heterogeneity Estimators In Random-Effects Meta-Analysis In Education, Qian Wang

Dissertations

Over the last four decades, meta-analysis has proven to be a vital analysis strategy in educational research for synthesizing research findings from different studies. When synthesizing studies in a meta-analysis, it is common to assume that the true underlying effect varies from study to study, as studies will differ in design, participants, interventions, or sample size that can lead to heterogeneity in their underlying effects. The magnitude of this heterogeneity between studies can be quantified as τ2 in a random-effects meta-analysis. Estimating the between-study heterogeneity (τ2) becomes an important part of random effects meta-analysis reporting, since this quantity plays a …

The Influence Of Course Format, Student Characteristics, And Perceived Teacher Communication And Behavior On Instructional Outcomes Before And During The Covid-19 Pandemic, Elizabeth E. Graham, Heather L. Walter, Tang Tang

Journal of Communication Pedagogy

Two studies examined instructional format (intact vs. hybrid and remote vs. online), classroom climate, student characteristics (engagement and communication apprehension), perceived teacher communication and behavior (teacher competence, clarity, caring), and their influence on instructional outcomes, including cognitive learning, communication satisfaction, and intent to persist in college pre-pandemic and during the pandemic. The findings highlight the important role teacher characteristics (caring, clarity, competence) played in instructional outcomes. This study also revealed that high levels of engagement signals students’ willingness to participate in the learning process. Students are a driving force in their own cognitive learning, communication satisfaction, and intent to persist …

Exploring Ungrading In An Elementary Writing Methods Course, Jen Mcconnel

Teaching/Writing: The Journal of Writing Teacher Education

In this reflective piece, I discuss what I learned when I began to implement ungrading practices in my institution's elementary writing methods course. Based on this ongoing experiment, I offer three suggestions for other teacher educators who are intrigued by ungrading but not sure where to start.

Understanding Student Perspective’S Around Diversity, Equity, And Inclusion Within The School Of Social Work, Anna Yelick, Dee Sherwood

Assessment Grants

Diversity, equity, and inclusion (DEI) has become a prominent fixture within the social work profession, with educational and professional organizations paying closer attention to issues related to DEI. The Council on Social Work Education (CSWE), the governing body for accrediting social work education programs, has required social work programs to demonstrate a commitment to DEI in their implicit curriculum. Therefore, the School of Social Work is interested in understanding student perspectives and experiences of DEI efforts particularly within the implicit curriculum.

Curriculum Re-Mapping For Fashion Merchandising Program, Zee-Sun Yun, Kelly Weathers, Chitra Singh

Assessment Grants

This project was the re-mapping of the Fashion Merchandising major (FMEJ) curriculum to improve the program curriculum and meet the standards of Textile and Apparel Programs Accreditation Commission (TAPAC) curricula and learning outcomes. The review feedback from diverse professional sources (i.e., the TAPAC committee, program faculty, industry professional, and expert) guided our decision to revise the FMEJ curriculum by proposing new courses, the proper sequencing of fashion merchandising courses, the degree to which the curriculum supports student learning, and the extent to which learning outcomes are appropriately addressed.

Creating A Culture Of Assessment: Building A Sustainable Model For Communicating Results To Guide Change, Amy Heath, Carrie Barrett

Assessment Grants

The Doctor of Physical Therapy (DPT) has been an active program at Western Michigan University for three years. Using data from the first cohort that completed the DPT program, the Curriculum and Program Evaluation and Assessment Committee (CPEAC) is reviewing the DPT course content and sequencing within the curriculum for efficiency and effectiveness. This grant will fund a model comprised of (a) data analysis and (b) a retreat to discuss results with faculty instructors. The model will improve best-practice in higher level education curricular assessment, engage faculty, assess student outcomes, and provide a curricular assessment blueprint for other university departments.

Creation And Assessment Of Inclusive Pedagogical Materials In The Spanish Program, Germán Zárate-Sández

Assessment Grants

Data compiled in the Department of Spanish showed that Black students at Western begin Spanish education at high rates but are less likely to advance to upper-level courses and more likely to obtain lower final grades than other groups. Assuming that part of this issue derives from current materials that do not represent Black students, the goal of this mini grant is to develop Spanish learning materials that are more inclusive and representative of the Black experience in Hispanic communities. The materials are expected to be a contribution to improving retention and academic achievement of Black students in the Spanish …

Celcis Assessment Plan/Process Revision, Eva Copija

Assessment Grants

This project will involve revising CELCIS assessment plan/process to make it more meaningful, measurable and manageable and to follow the guidelines of the Commission on English Program Accreditation (CEA), which recommended such revision in response to our 5-year interim report. The steps will include: revising learning outcomes for four kinds of courses at four different levels: elementary, intermediate, pre-advanced and advanced to make them more specific and measurable; aligning evaluation instruments with the learning outcomes; updating our model syllabi to make them reflect the correspondence between the learning outcomes and evaluation instruments, and redesigning progress reports given to students.

Establishing Content Validity For Wmu’S Special Education Key Assessments, Rena Vanderwall, Kate Lalonde

Assessment Grants

This project seeks to validate the content in the key assessments used in three special education programs at WMU. The purpose of key assessments is to assess student performance and drive ongoing program improvement. Shared key assessments across WMU’s teacher education programs have been validated, but those specific to special education have not been. Establishing content validity includes gathering evidence to demonstrate that the assessment content fairly and adequately represents a defined domain of knowledge or performance. Validation of these assessments will lead to stronger assessment of teacher candidates’ performance and continual improvement of these programs.

Teacher Evaluation In Saudi Arabia Relative To National And International Teacher Evaluation Standards And Best Practices, Suhayb Kattan

Dissertations

Teacher evaluation systems are essential in tracking the quality and effectiveness of teachers and education systems. This dissertation examines the teacher evaluation system in Saudi Arabia through multiple perspectives, including research-based frameworks for teacher evaluation, norms and best practices from OECD countries, and established Saudi Teaching Standards. An explanatory sequential mixed methods model was used. Data collection involved 643 responses to a teacher survey that covered working conditions, existence of professional learning communities, and teacher evaluation practices, methods, and uses. Following the survey, in-depth interviews were conducted with 11 teachers and 3 key informants.

Findings from this study indicate the …

2022 Western Michigan University Assessment In Action Conference, Office Of Institutional Effectiveness

Assessment in Action Conference

Included here is the program from the 12th Annual Western Michigan University Assessment in Action Conference held virtually on April 8, 2022. The conference, sponsored by the Office of Institutional Effectiveness, is a one-day event where those new to outcomes assessment can come and learn fundamental knowledge about the field, but it is also a place where those who have worked as leaders in outcomes assessment can come and extend their knowledge and skills and network with colleagues. Conference offerings included learning opportunities on various assessment topics for both academic and learner supports units.

More information can be found on …

Assessment In Action: Trio Student Success Program, Candace Faistenhammer Bracey, Spencer Myers

Assessment in Action Conference

TRiO Student Success Program (SSP) will showcase how our program uses data collection and assessment tools to strengthen and elevate the services offered to first-generation students at Western Michigan University. The TRiO SSP overall mission is to maximize the personal and academic success of our students through advocacy, education and holistic development with the vision that our members can prove themselves to be an elite community of purpose-driven students who positively impact the world around them. With the help of consistent and intentional practices, our program can uphold our commitment to students from the moment they obtain membership until completion.

Anti-Deficit Perspectives On Institutional Diversity Efforts, Ej Edney

Assessment in Action Conference

Institutions of higher learning are central to preparing people to shape the world in which we live. Yet widening opportunity gaps evidence a need for structural change that increases access and improves outcomes for all students. It is important to consider the lens through which practitioners assess and address the unique challenges and opportunities of an increasingly diverse student population. This session will focus on developing anti-deficit approaches to providing the kinds of opportunities that help solve our most pressing DEI challenges.

Wmu Assessment Mini Grant Panel Part Ii, Karen M. Stokes Chapo

Assessment in Action Conference

This session features the 2021 WMU Assessment Mini Grant recipients sharing about the scope of their projects, lessons learned, and insights gained. There will be ample time for attendees to ask questions. To learn more, click here to watch brief interviews with the panelists.

Wmux Makers Lab: Designing And Measuring Tranformational Outcomes, Office Of Institutional Effectiveness

Assessment in Action Conference

In this interactive session, you will design a transformation--an outcome focused on a change in thinking and ability--and a brief curriculum plan to foster that transformation. Using a clothesline method, you will then identify an authentic performance task, objectives, and measures that align with your transformation. You will work individually with paper and pen and collaborate with others in breakout rooms to share and further develop your ideas. It will be highly interactive, so come prepared to share ideas and don't forget to bring paper and a writing utensil.

Identifying And Negotiating Learning Needs Of Tutors And Tutees From The Lens Of Socially Just Literacy Teaching, Elizabeth Isidro

Assessment Grants

The purpose of this project was to describe the learning needs of McGinnis Reading Center (MRC) tutors and tutees from the lens of socially just literacy teaching. To accomplish this, it was necessary to conduct a needs assessment of tutors and tutees through a survey and individual interviews. Determining their learning needs is crucial to enable the reading center director (henceforth referred to as the principal investigator or PI) to initiate program planning and engage in continuous program evaluation. Articulated needs would serve as the basis for program goals, learning outcomes, activities, data collection/analysis, and program modifications.

Itlc Lilly Online Conference, Veronica Rice Mccray

Assessment Grants

For 40 years, Lilly Conferences have provided opportunities for the presentation of the scholarship of teaching and learning. Conference participants are made up of faculty and administrators at various stages in their academic careers that come from across the world representing nearly every discipline found in higher education. The mission is to provide a forum to share and model a scholarly approach to teaching and learning that reports quality student learning outcomes while promoting professional development of faculty.

The main purpose of attending Lilly Online Conference is to learn new approaches to student assessment and refine existing approaches. The secondary …

Wmu Assessment Mini Grant Panel Part I, Karen Stokes Chapo

Assessment in Action Conference

This session features the 2021 WMU Assessment Mini Grant recipients sharing about the scope of their projects, lessons learned, and insights gained. There will be ample time for attendees to ask questions. To learn more, click here to watch brief interviews with the panelists.

Exploring That Fulbright Magic: A Transcendental Phenomenological Study Of Fulbright-Mescyt Alumni Who Return To The Dominican Republic, Joshabel De La Cruz

Dissertations

International higher education graduates may experience challenges related to reentry to their home countries as their expectations upon returning home may not match their reality (Alandejani, 2013; Butcher, 2002, Gaw, 2000). This study utilizes a transcendental phenomenological approach to understand the lived experiences of seven Fulbright-MESCYT alumni who completed U.S. graduate degree programs and returned home to the Dominican Republic (DR) between 2015 and 2018. The Fulbright-MESCYT Program in the DR is a joint initiative of the U.S. Embassy in Santo Domingo and the Dominican Ministry of Higher Education, Science and Technology (MESCYT) and adds funding for up to 10 …

English As A Foreign Language Preservice Teachers’ Technology Integration In Teaching Speaking Skills: A Study From Indonesia, I Putu Indra Kusuma

Dissertations

The novel coronavirus, namely COVID-19, has drastically forced schools and universities around the globe to implement emergency remote teaching (henceforth, ERT) in online forms. During this ERT, the personal computer, internet-accessible devices, and computer programs have expanded the opportunities of language learners to obtain more authentic materials and learning experiences. Moreover, technology enables students to record and store their speaking performance in digital forms, accommodating a new reform in English language teaching. Very little is known about how English as a foreign language (henceforth, EFL) preservice teachers, especially student teachers, implement technology in teaching speaking skills during their practice teaching. …